The present Child Development Center program has its roots in a campus nursery school program started in the 1920s. The original nursery school was a half-day program operating two days a week in a building that is currently the Kingston Inn. In 1958 the present building was designed and constructed to specifically serve as the Child Development Center. The program continued to be a half-day session until 1980 when a full-day child-care option was added. In September of 1995, The Child Development Center introduced a full-day kindergarten. Currently, the Child Development Center serves approximately 40 families per year in full- and half-day options. The Child Development Center continues to be the campus laboratory school where student training and research are important priorities. (URI Child Development Center Student Handbook 2009-2010)
The University of Rhode Island Child Development Center is open to all families. The CDC serves children from three years to six years of age from URI affiliated families and from the community at large. Children with disabilities are included in the program. There are 17 full-day preschool slots, 3 half-day preschool slots, and 14 full-day kindergarten slots available each year.
Children are eligible for kindergarten if their fifth birthday is on or before August 31st in the year in which they are attending.
Families wishing to enroll a child in the program fill out an application form and submit it to the CDC. Upon receipt of the completed application, the child’s name is placed on the waiting list. Children are enrolled in accordance with program, undergraduate teaching, and research needs of the Department of Human Development and Family Studies. For example, the program is typically balanced with respect to sex and age. Also, preference is given to siblings of currently enrolled children. Vacancies in the program are filled on the basis of these criteria, rather than strictly on the basis of date of application. There is often a waiting list for enrollment in the CDC Program. Openings are filled from the waiting list.
The CDC program has three spaces reserved for children with disabilities from the surrounding community for whom a typical, open classroom, early childhood program is the appropriate least restrictive environment. The affiliated school system will be responsible for the fees for these children’s placements. If an appropriate child with a disability is not available for a space, the space will be filled from the regular waiting list. (URI Child Development Center website)
The Child Development Center is part of the Department of Human Development and Family Studies at the University of Rhode Island. The Department offers undergraduate and graduate degrees in areas related to working with children and families.
The CDC has three missions which mirror those of the University--teaching, research, and service.
1. Relative to teaching, the CDC provides high quality early care and education programs for preschool and kindergarten children and their families. The CDC also fulfills a teaching mission for URI students with approximately 150 intermediate and advanced undergraduate students completing practica at the center each year. A larger number of URI students (almost 500 per year) use the CDC as an observation site for assignments in a variety of courses across campus.
2. The CDC serves as a research site with the CDC children, families, and staff participating in research studies conducted by URI faculty and students. Investigations may focus on a range of topics related to the social, emotional, physical, and cognitive development of young children; the creation and management of early education environments; relationships between teachers and children, teachers and parents, and parents and children.
3. In the area of service, the CDC is dedicated to providing an exemplary early care and education program that serves as a model of the best in early childhood practices. As the campus "lab school," the CDC serves as a resource for early childhood educators in RI. Educators from across the state can call with questions or requests to observe. The staff also participates in outreach to the community by being active in professional organizations devoted to young children and by presenting at state and regional conferences. (URI Child Development Center Student Handbook 2009-2010)
CDC Program Philosophy
The URI Child Development Center early childhood program is based on a belief in the uniqueness and intrinsic value of each child, family, student, and staff member. They therefore strive to develop a program that will enhance the development of each child and family to the fullest extent possible as functional families encourage healthy development in children. There program philosophy, curriculum, and objectives are based on the integration of a number of theories of child development and early education as well as on recent research findings.
One significant influence, which informs their decisions, is the National Association for the Education of Young Children's position statement on Developmentally Appropriate Practice. This statement emphasizes the importance of basing curriculum decisions on three critical factors:
1. age appropriateness: in which decisions are made based on what is known about children's growth and development in the early childhood years.
2. individual appropriateness: in which decisions are made understanding that each individual child has unique strengths interests and needs.
3. social and cultural appropriateness: in which decisions are made based on knowledge about child's social and cultural environment.
In a developmentally appropriate program, each of these factors informs curricular decisions.
Other influences include the integration of a number of child development and early education theories and approaches such as: The constructivist theory advocated by Piaget, Forman, Kamii, DeVries and other therists tell us that children construct their own knowledge as they strive to make sense of the world around them. Children learn when they are actively engaged and intrinsically motivated to learn. The teacher's role is to provide a rich and diverse environment with many opportunities for exploration, investigation, formulating questions, and solving problems.
The Child Development Center's philosophy is influenced by the work of Howard Gardner. His theory articulates the existence of eight intelligences: 1. linguistic 2. logical-mathematical 3. spatial 4. bodily-kinesthetic 5. musical 6. interpersonal 7. intrapersonal 8. naturalistic
Gardner emphasizes the importance of recognizing that each child has a unique approach to learning and that teachers must provide curricular opportunities in each of these eight intelligences so that all children can experience success.
Lev Vygotsky's work articulates the importance of social interaction for learning to take place. Additionally, educators from the city of Reggio Emilia, Italy emphasize the importance of providing opportunities for creativity and for documenting children's ideas in a variety of different ways.
Based on the belief that children are best understood within the context of their family and community, the CDC strives to foster strong reciprocal relationships with families and to use knowledge of the community it serves as an integral part of curriculum and children’s learning experiences. The CDC seeks to understand families’ personal and cultural backgrounds, creates and maintains effective two-way communication and supports and nurtures family members to be effective advocates for their children. Families are encouraged to work in partnership sharing their knowledge of their child’s interests, approaches to learning, and the child’s developmental needs and to learn about their concerns and goals for their child. Families are encouraged to be active participants in the program and are offered numerous and diverse opportunities to be included in all aspects of the program. (URI Child Development Center Student Handbook 2009-2010)
Based on their philosophy and their program goals, the curriculum of the preschool and kindergarten programs at the CDC are designed to meet the needs of the whole child through a play-oriented, integrated approach. At the Child Development Center, they see curriculum as not only the specific activities presented to children but also encompassing everything that happens in an early childhood classroom. Curriculum includes a consistent daily schedule, a well-defined classroom environment, the positive verbal and nonverbal climate, the teacher's instructional strategies, peaceful guidance techniques, informal discussions, the types of activities presented, among other components.
Translating this view of curriculum into daily practice, the Child Development Center uses an environmentally oriented curriculum based on the work of Diane Trister Dodge who advocates that the classroom environment serves as the overarching structure for curriculum. They provide an environment which is divided into learning centers including an art area, a block area, a manipulative area, a library corner, a family living/dramatic play area, a writing center, a computer area, a texture table, and a science area. During child choice activity times, each learning center provides activities consistent with that area of the classroom. Children are free to choose a center or centers for participation as well as the nature of their interaction with the materials. as a result, each learning experiences provides children opportunities to move toward many goals.
During the activity times, over the course of a week, the following types of activities are frequently offered:
• Creative art - Examples include painting, collage, gluing, recycled construction, sculpting, etc.
• Manipulatives - Examples include buttons, sifters, small blocks, Lego people, popsicle sticks, tongs, etc.
• Science Experiences - Examples include weights, magnets, balancing, pulleys, pendulums, mixing, catapulting, sensory experiences, etc.
• Texture Experiences - Examples include water, sand, goopy-goop, rice, beans, silly putty, puff balls, etc.
• Creative Dramatics - Examples include circus play, hospital play, restaurant play, beauty parlor, car wash, etc.
• Large Block / Gross Motor - Examples include climber, balance beam, trikes, construction with blocks, target activities, dancing, tumbling, etc.
• Meeting Time - Examples include songs, stories, instruments, finger plays, games, movement, experiments, literacy activities, listening, etc.
• Literacy Experiences - Examples include journal writing, language experience stories, poems and stories on charts, big books, story retelling, book making, dictating experiences, letter searches, etc.
• Numercy Experiences - Examples include graphs and charts, group math games, measuring, calendar, classifying, seriating, etc.
Within this environmentally oriented curriculum, a number of strands are woven into their emergent planning. Guided by Piaget’s constructivist theory on how children learn, the use of physical knowledge activities gives children the opportunity to learn how the world works through the movement of objects and changes in objects. Children are engaged in building knowledge of the physical world as they vary and change their actions, make observations and evaluate the results. Children might explore shadow-making, rolling or pendulum swinging.
Another strand is process investigations focusing on the processes of the world as opposed to particular content and emerge from children's questions. "Why does that paper towel soak up that grape juice?" may lead to an investigation of the process of absorption. "How do I get this block to stay on this tower?" may lead to an investigation of the process of balancing. Activities related to the particular process being investigated will take place in various centers throughout the classroom.
At the Child Development Center there are a number of content strands, which are woven throughout the curriculum at all times. These content strands are content which the CDC believe are critically important for children's growth and development. These content strands include:
peacemaking and non-violent conflict resolution
respect for the environment and nature
an understanding of issues related to conservation
beginning understanding of the value of community service
celebration of diversity and the ability to challenge bias
increasing independence and self help development.
This content is addressed throughout the various activities, which are offered to children.
Each activity is designed to provide the opportunity for each individual child to interact with the materials in a unique way. Each activity is also designed to potentially provide learning encounters in a range of areas. So, each child is provided with an individual experience.
For example: a group of children playing at the water table may each experience the materials in a different way. For one child, it may be a science experience as the child investigates the behavior of various materials in the water. For another child, it may be a social experience as this child playfully shares the fun of playing with water with a friend. For a third child, it may be a language experience as the child has opportunities to use new language. In this way, each activity provided at the CDC is viewed as enhancing each individual child’s potential for positive learning experiences and development in a range of curriculum areas. (URI Child Development Center Student Handbook 2009-2010)
The CDC has tried to develop a program that strives to help each child and family feel safe, secure and comfortable by providing a warm, nurturing, and accepting atmosphere. thier program provides a rich and diverse range of educational experiences in an open classroom environment that maximizes each child’s opportunity to make choices about their involvement. Children learn about themselves and the world around them through games, stories, songs, creative art, play, investigations, and interactions with peers and adults. Each day offers the children new and interesting things to explore in a general environment of daily routines that provide the stability and security of familiarity. The daily schedule offers opportunity for active play and quiet times. The children have time to dance, sing, run, explore, create, sit quietly and observe, and investigate.
(S. D. G. Warford, personal communication, March 14, 2011).
Community Background
Income/Poverty: data collected (2005-2009)
South Kingstown
Rhode Island
United States(2005-2009)
Median Household Income
$74,501 (2009)
$55,569(2009)
$51,425
Median Family Income
$95,466(2009)
$71,037(2009)
$62,363
Average Income Per Individual
N/A
$28,638 (2009)
$27,041
Families Below Poverty Level
3.6%
8.1%(2009)
9.9%
Individuals Below Poverty Level
7.0%
11.6%(2009)
13.5%
Average Family Size
3.11%
3.17%
3.19%
People Under 5 Years
1,216 or 4.6%
$61,271
6.9%
Based on the facts that the United States Cencus has presented, the community of South Kingstown is a relatively wealthy and well off community compared to United States and their median household income which is $23,076 dollars less than what the average household income is in South Kingstown. South Kingstown's family poverty level is drastically lower than the state of Rhode Island and the United States even with having close to the same average family size across the board. These facts that the US Cencus has provided should mean that the town of South Kingston should have a great school system, with highly qualified teachers and realitivily high test scores.
The data collected on the race and ethnicity of South Kingstown does not include the students enrolled at The University of Rhode Island which is in the community of South Kingstown. The data collected only is to the residence in the town of South Kingstown. The University has a wide variety of Ethnic backgrounds, cultures and races. Which would drastically change the percentages, and numbers that this data table provides.
all teachers and Director at the CDC either have a M.Ed, B.S,or M.S in Education
teacher to Student Ratio
1:11
1:9
for the 2010-2011 preschool class (ages: 3-5): there are 2 preschools in the CDC the younger and older preschool and theres morning, afternoon and all day preschool the ratio is about 2:10 for each class for the 2010-2011 kindergarden class (ages: 5-6):2:13 ( this estimate is not including the studnet teachers and HDF/Child development studnets that come in for once a week practicums)
Annual pediatric CPR and first aid training is available for the director and teaching staff. One adult with pediatric CPR and first aid training will be at the CDC at all times. A CPR poster and choking poster is displayed in the kitchen areas. A first aid manual is available for adult use as needed. First aid supplies are kept in the locked first aid cabinet on the deck. Each staff member familiarizes themselves with this location, the supplies and the universal precautions described below. Fully equipped first aid kits always accompany a teacher in the “field trip backpack” whenever a group of children leave the Child Development Center. A fully equipped first aid kit is always in the entryway to the playground in case it is needed when children are playing on the playground.
(S. D. G. Warford, personal communication, March 14, 2011).
The position of teacher at the University of Rhode Island Child Development Center is designed for a person with a Bachelors Degree in early childhood education, child development, or a closely related field who is certified by the State of Rhode Island in early childhood education. It is expected that the person have prior experience working with young children, preferably in a university laboratory school setting. In addition, it is expected that this person have supervisory experience as well as the capacity to articulate theoretical and empirical rationales for classroom practices. Because the Child Development Center is an integral part of the Department of Human Development and Family Studies, the position has 7 distinct but interrelated components that contribute to the missions of the Department:
1. Implement the day to day program for children at the Child Development Center.
2. Communicate with families of the Child Development Center Program.
3. Participate in the training and supervision of undergraduate practica students at the Child Development Center.
4. Participate in the evaluation of the Child Development Center.
5. Be aware of and contribute to program support and record keeping requirements.
6. Participate in and facilitate approved research projects conducted at the Child Development Center.
7. Serve as a representative of the Child Development Center.
(S. D. G. Warford, personal communication, March 14, 2011).
The Child Development Center maintains developmentally appropriate teaching staff-child ratios within each group to facilitate adult-child relationships and interaction and constructive activity among children. The two preschool groups, made up of 10 children each, always have a teacher and an assistant for each group. The kindergarten group of 14 children always has a teacher and an assistant. These staff-child ratios are maintained at all hours of operation including indoor time, outdoor time, and on walking trips around campus.
Data collected from: http://infoworks.ride.ri.gov/, (S. D. G. Warford, personal communication, March 14, 2011), and the Child Development Center Student Handbook 2009-2010.
School Analysis
Assessment at the Child Development Center is closely aligned with curricula goals and is based on the Rhode Island Early Learning Standards for preschool and on the State of Rhode Island Kindergarten Grade Level Expectations.
Each child's progress will be assessed on an on-going basis through a variety of means including:
observations
anecdotal records skill checklists
developmental screenings
Each year, standardized developmental testing is implemented, with parental permission, when the State of Rhode Island Child Outreach Screenings are held at the Child Development Center in the late fall and when the URI Speech and Hearing Center conduct speech and hearing screenings in the early winter. Families received the results of these screenings shortly after they occur.
On an ongoing basis, the CDC uses authentic assessment tools which look at children's development in a number of domains including the following:
aesthetic
physical
social
emotional
cognitive
language development
Additionally, the curriculum content areas of:
early literacy
early mathematics
science
technology
creative expression and art
health and safety
social studies
are also assessed
Teachers observe children, gather children’s work in portfolios, and record anecdotal information pertaining to each child's development.
Regularly, this information is transferred onto an assessment tool to enable the teacher to evaluate children's progress, as well as areas of interest, strength and need.
The information gathered is used by teachers to individualize their curriculum planning for the children in their group reflecting children’s interests and needs as well as to share information with families about the development of their child during scheduled conferences.
These conferences, held in November and May, are a valuable opportunity for teachers and families to exchange information in order to best support children and their families. At these conferences, families are asked to share their own goals for their child with their child’s teacher to enable the teacher to incorporate these goals into their ongoing planning. Occasionally, teachers or families identify children who would benefit from further evaluation to determine if services are needed to support the child’s successful inclusion in the Child Development Center.
At these times:
families will be informed of the areas of concern
asked about their perceptions of the targeted area of development
described the strategies which have been tried to address the concern
advised about the resources available in the community to further investigate the concern
At all times, teachers respect families’ confidentiality and only share information about a child with other professionals after written consent is obtained from the family on the “Release of Information Authorization” form. The CDC maintains a list of specialists and consultants in the community who families can be referred to, depending upon the specific area of concern.
The CDC has a sliding fee scale to encourage economic diversity in the families that enroll children in the CDC. Each year they also enroll a number of children with disabilities whose inclusion enriches their program in many ways.
(S. D. G. Warford, personal communication, March 14, 2011).
An anti-bias approach to the CDC curriculum is one that challenges prejudice, stereotyping, and bias. At the Child Development Center they feel it is not enough for children to observe people of different gender, ethnicity and ability but rather we must actively intervene and challenge images that perpetuate stereotypes and bias. A natural task for the preprimary child is figuring out who they are and how they feel about themselves and those around them. Children construct their identity and attitudes through interactions and experiences within their environment. Gender, ethnicity, culture and physical ability are identity issues children struggle to understand during this period of development. Research has shown that children notice differences early. the CDC's goal is to develop an environment that encourages children to ask about their physical characteristics, provide accurate information in response to children’s questions or comments, help children feel pride in their identity, develop respect for each other and challenge biases they encounter.
Diverity is very important to the CDC so what the Child Development Center does with the children is to create an environment that is rich in possibilities for exploration of gender, race, culture and ability. They do this in a variety of ways. One way is to use images in the classroom that reflect a wide variety of people. Pictures in the classroom include children, staff and their families. Images include women and men doing jobs in and out of the home, elderly people, people with different physical abilities, people in diverse family structures, and people of diverse cultural backgrounds engaged in current daily activities. Books reflect accurate and diverse images of people. Materials, such as puzzles, Lego people, and games depict a variety of children and adults of different gender, race and ability. Through music, art and language, children have the opportunity to explore and experience diversity.
(S. D. G. Warford, personal communication, March 14, 2011).
At the Child Development Center their goal is to encourage children to develop positive attitudes about the many ways people differ from one another through active, purposeful intervention, opportunities for expanded experiences and confronting stereotypes to create a more just society.
Conclusion
the CDC is dedicated to providing an exemplary early childhood education program that serves as a model of the best in early childhood practices. As the campus "lab school," the CDC also serves as a resource for early childhood educators in RI and New England. The CDC is a “Mentor Classroom” for the Rhode Island Department of Education’s Early Learning Standards Technical Assistance Project. Educators can call with questions or requests to observe the CDC program to learn more about developmentally appropriate, high quality early childhood practices. Additionally, the staff participates in outreach activities by being active in professional organizations devoted to young children, by presenting at state and regional conferences, and by serving as consultants in early childhood classrooms throughout Rhode Island.
College of Human Development and family Studies.(2009-2010).Student Handbook.University Of Rhode Island Child Development Center.
Rubric 1
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report. and There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style. and/or There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website. and/or There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average) and states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and compares most figures with relevant values and states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Rubric 2
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report. and There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style. and/or There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website. and/or There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average) and states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and compares most figures with relevant values and states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Rubric 3
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report. and There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style. and/or There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website. and/or There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average) and states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and compares most figures with relevant values and states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
UNIVERSITY OF RHODE ISLAND, KINGSTON CHILD DEVELOPMENT CENTER
INTRODUCTION
The present Child Development Center program has its roots in a campus nursery school program started in the 1920s. The original nursery school was a half-day program operating two days a week in a building that is currently the Kingston Inn. In 1958 the present building was designed and constructed to specifically serve as the Child Development Center. The program continued to be a half-day session until 1980 when a full-day child-care option was added. In September of 1995, The Child Development Center introduced a full-day kindergarten. Currently, the Child Development Center serves approximately 40 families per year in full- and half-day options. The Child Development Center continues to be the campus laboratory school where student training and research are important priorities. (URI Child Development Center Student Handbook 2009-2010)The University of Rhode Island Child Development Center is open to all families. The CDC serves children from three years to six years of age from URI affiliated families and from the community at large. Children with disabilities are included in the program. There are 17 full-day preschool slots, 3 half-day preschool slots, and 14 full-day kindergarten slots available each year.
Children are eligible for kindergarten if their fifth birthday is on or before August 31st in the year in which they are attending.
Families wishing to enroll a child in the program fill out an application form and submit it to the CDC. Upon receipt of the completed application, the child’s name is placed on the waiting list. Children are enrolled in accordance with program, undergraduate teaching, and research needs of the Department of Human Development and Family Studies. For example, the program is typically balanced with respect to sex and age. Also, preference is given to siblings of currently enrolled children. Vacancies in the program are filled on the basis of these criteria, rather than strictly on the basis of date of application. There is often a waiting list for enrollment in the CDC Program. Openings are filled from the waiting list.
The CDC program has three spaces reserved for children with disabilities from the surrounding community for whom a typical, open classroom, early childhood program is the appropriate least restrictive environment. The affiliated school system will be responsible for the fees for these children’s placements. If an appropriate child with a disability is not available for a space, the space will be filled from the regular waiting list.
(URI Child Development Center website)
Mission Statement
The Child Development Center is part of the Department of Human Development and Family Studies at the University of Rhode Island. The Department offers undergraduate and graduate degrees in areas related to working with children and families.The CDC has three missions which mirror those of the University--teaching, research, and service.
1. Relative to teaching, the CDC provides high quality early care and education programs for preschool and kindergarten children and their families. The CDC also fulfills a teaching mission for URI students with approximately 150 intermediate and advanced undergraduate students completing practica at the center each year. A larger number of URI students (almost 500 per year) use the CDC as an observation site for assignments in a variety of courses across campus.
2. The CDC serves as a research site with the CDC children, families, and staff participating in research studies conducted by URI faculty and students. Investigations may focus on a range of topics related to the social, emotional, physical, and cognitive development of young children; the creation and management of early education environments; relationships between teachers and children, teachers and parents, and parents and children.
3. In the area of service, the CDC is dedicated to providing an exemplary early care and education program that serves as a model of the best in early childhood practices. As the campus "lab school," the CDC serves as a resource for early childhood educators in RI. Educators from across the state can call with questions or requests to observe. The staff also participates in outreach to the community by being active in professional organizations devoted to young children and by presenting at state and regional conferences. (URI Child Development Center Student Handbook 2009-2010)
CDC Program Philosophy
The URI Child Development Center early childhood program is based on a belief in the uniqueness and intrinsic value of each child, family, student, and staff member. They therefore strive to develop a program that will enhance the development of each child and family to the fullest extent possible as functional families encourage healthy development in children. There program philosophy, curriculum, and objectives are based on the integration of a number of theories of child development and early education as well as on recent research findings.One significant influence, which informs their decisions, is the National Association for the Education of Young Children's position statement on Developmentally Appropriate Practice. This statement emphasizes the importance of basing curriculum decisions on three critical factors:
1. age appropriateness: in which decisions are made based on what is known about children's growth and development in the early childhood years.
2. individual appropriateness: in which decisions are made understanding that each individual child has unique strengths
interests and needs.
3. social and cultural appropriateness: in which decisions are made based on knowledge about child's social and cultural environment.
In a developmentally appropriate program, each of these factors informs curricular decisions.
Other influences include the integration of a number of child development and early education theories and approaches such as:
The constructivist theory advocated by Piaget, Forman, Kamii, DeVries and other therists tell us that children construct their own knowledge as they strive to make sense of the world around them. Children learn when they are actively engaged and intrinsically motivated to learn. The teacher's role is to provide a rich and diverse environment with many opportunities for exploration, investigation, formulating questions, and solving problems.
The Child Development Center's philosophy is influenced by the work of Howard Gardner. His theory articulates the existence of eight intelligences:
1. linguistic
2. logical-mathematical
3. spatial
4. bodily-kinesthetic
5. musical
6. interpersonal
7. intrapersonal
8. naturalistic
Gardner emphasizes the importance of recognizing that each child has a unique approach to learning and that teachers must provide curricular opportunities in each of these eight intelligences so that all children can experience success.
Lev Vygotsky's work articulates the importance of social interaction for learning to take place. Additionally, educators from the city of Reggio Emilia, Italy emphasize the importance of providing opportunities for creativity and for documenting children's ideas in a variety of different ways.
Based on the belief that children are best understood within the context of their family and community, the CDC strives to foster strong reciprocal relationships with families and to use knowledge of the community it serves as an integral part of curriculum and children’s learning experiences. The CDC seeks to understand families’ personal and cultural backgrounds, creates and maintains effective two-way communication and supports and nurtures family members to be effective advocates for their children. Families are encouraged to work in partnership sharing their knowledge of their child’s interests, approaches to learning, and the child’s developmental needs and to learn about their concerns and goals for their child. Families are encouraged to be active participants in the program and are offered numerous and diverse opportunities to be included in all aspects of the program. (URI Child Development Center Student Handbook 2009-2010)
Statement of Curriculum
Based on their philosophy and their program goals, the curriculum of the preschool and kindergarten programs at the CDC are designed to meet the needs of the whole child through a play-oriented, integrated approach. At the Child Development Center, they see curriculum as not only the specific activities presented to children but also encompassing everything that happens in an early childhood classroom. Curriculum includes a consistent daily schedule, a well-defined classroom environment, the positive verbal and nonverbal climate, the teacher's instructional strategies, peaceful guidance techniques, informal discussions, the types of activities presented, among other components.Translating this view of curriculum into daily practice, the Child Development Center uses an environmentally oriented curriculum based on the work of Diane Trister Dodge who advocates that the classroom environment serves as the overarching structure for curriculum. They provide an environment which is divided into learning centers including an art area, a block area, a manipulative area, a library corner, a family living/dramatic play area, a writing center, a computer area, a texture table, and a science area. During child choice activity times, each learning center provides activities consistent with that area of the classroom. Children are free to choose a center or centers for participation as well as the nature of their interaction with the materials. as a result, each learning experiences provides children opportunities to move toward many goals.
During the activity times, over the course of a week, the following types of activities are frequently offered:
• Creative art - Examples include painting, collage, gluing, recycled construction, sculpting, etc.
• Manipulatives - Examples include buttons, sifters, small blocks, Lego people, popsicle sticks, tongs, etc.
• Science Experiences - Examples include weights, magnets, balancing, pulleys, pendulums, mixing, catapulting, sensory experiences, etc.
• Texture Experiences - Examples include water, sand, goopy-goop, rice, beans, silly putty, puff balls, etc.
• Creative Dramatics - Examples include circus play, hospital play, restaurant play, beauty parlor, car wash, etc.
• Large Block / Gross Motor - Examples include climber, balance beam, trikes, construction with blocks, target activities, dancing, tumbling, etc.
• Meeting Time - Examples include songs, stories, instruments, finger plays, games, movement, experiments, literacy activities, listening, etc.
• Literacy Experiences - Examples include journal writing, language experience stories, poems and stories on charts, big books, story retelling, book making, dictating experiences, letter searches, etc.
• Numercy Experiences - Examples include graphs and charts, group math games, measuring, calendar, classifying, seriating, etc.
Within this environmentally oriented curriculum, a number of strands are woven into their emergent planning. Guided by Piaget’s constructivist theory on how children learn, the use of physical knowledge activities gives children the opportunity to learn how the world works through the movement of objects and changes in objects. Children are engaged in building knowledge of the physical world as they vary and change their actions, make observations and evaluate the results. Children might explore shadow-making, rolling or pendulum swinging.
Another strand is process investigations focusing on the processes of the world as opposed to particular content and emerge from children's questions. "Why does that paper towel soak up that grape juice?" may lead to an investigation of the process of absorption. "How do I get this block to stay on this tower?" may lead to an investigation of the process of balancing. Activities related to the particular process being investigated will take place in various centers throughout the classroom.
At the Child Development Center there are a number of content strands, which are woven throughout the curriculum at all times. These content strands are content which the CDC believe are critically important for children's growth and development.
These content strands include:
- peacemaking and non-violent conflict resolution
- respect for the environment and nature
- an understanding of issues related to conservation
- beginning understanding of the value of community service
- celebration of diversity and the ability to challenge bias
- increasing independence and self help development.
This content is addressed throughout the various activities, which are offered to children.Each activity is designed to provide the opportunity for each individual child to interact with the materials in a unique way. Each activity is also designed to potentially provide learning encounters in a range of areas. So, each child is provided with an individual experience.
For example: a group of children playing at the water table may each experience the materials in a different way. For one child, it may be a science experience as the child investigates the behavior of various materials in the water. For another child, it may be a social experience as this child playfully shares the fun of playing with water with a friend. For a third child, it may be a language experience as the child has opportunities to use new language. In this way, each activity provided at the CDC is viewed as enhancing each individual child’s potential for positive learning experiences and development in a range of curriculum areas. (URI Child Development Center Student Handbook 2009-2010)
The CDC has tried to develop a program that strives to help each child and family feel safe, secure and comfortable by providing a warm, nurturing, and accepting atmosphere. thier program provides a rich and diverse range of educational experiences in an open classroom environment that maximizes each child’s opportunity to make choices about their involvement. Children learn about themselves and the world around them through games, stories, songs, creative art, play, investigations, and interactions with peers and adults. Each day offers the children new and interesting things to explore in a general environment of daily routines that provide the stability and security of familiarity. The daily schedule offers opportunity for active play and quiet times. The children have time to dance, sing, run, explore, create, sit quietly and observe, and investigate.
(S. D. G. Warford, personal communication, March 14, 2011).
Community Background
Income/Poverty: data collected (2005-2009)
Data collected from: US census website http://www.census.gov/
Race/Ethnicity: data collected (2005-2009)
Data collected from: US census website http://www.census.gov/
District Summery
State, District and School Data collected:
Annual pediatric CPR and first aid training is available for the director and teaching staff. One adult with pediatric CPR and first aid training will be at the CDC at all times. A CPR poster and choking poster is displayed in the kitchen areas. A first aid manual is available for adult use as needed. First aid supplies are kept in the locked first aid cabinet on the deck. Each staff member familiarizes themselves with this location, the supplies and the universal precautions described below. Fully equipped first aid kits always accompany a teacher in the “field trip backpack” whenever a group of children leave the Child Development Center. A fully equipped first aid kit is always in the entryway to the playground in case it is needed when children are playing on the playground.
(S. D. G. Warford, personal communication, March 14, 2011).
The position of teacher at the University of Rhode Island Child Development Center is designed for a person with a Bachelors Degree in early childhood education, child development, or a closely related field who is certified by the State of Rhode Island in early childhood education. It is expected that the person have prior experience working with young children, preferably in a university laboratory school setting. In addition, it is expected that this person have supervisory experience as well as the capacity to articulate theoretical and empirical rationales for classroom practices. Because the Child Development Center is an integral part of the Department of Human Development and Family Studies, the position has 7 distinct but interrelated components that contribute to the missions of the Department:
1. Implement the day to day program for children at the Child Development Center.
2. Communicate with families of the Child Development Center Program.
3. Participate in the training and supervision of undergraduate practica students at the Child Development Center.
4. Participate in the evaluation of the Child Development Center.
5. Be aware of and contribute to program support and record keeping requirements.
6. Participate in and facilitate approved research projects conducted at the Child Development Center.
7. Serve as a representative of the Child Development Center.
(S. D. G. Warford, personal communication, March 14, 2011).
The Child Development Center maintains developmentally appropriate teaching staff-child ratios within each group to facilitate adult-child relationships and interaction and constructive activity among children. The two preschool groups, made up of 10 children each, always have a teacher and an assistant for each group. The kindergarten group of 14 children always has a teacher and an assistant. These staff-child ratios are maintained at all hours of operation including indoor time, outdoor time, and on walking trips around campus.
Data collected from: http://infoworks.ride.ri.gov/, (S. D. G. Warford, personal communication, March 14, 2011), and the Child Development Center Student Handbook 2009-2010.
School Analysis
Assessment at the Child Development Center is closely aligned with curricula goals and is based on the Rhode Island Early Learning Standards for preschool and on the State of Rhode Island Kindergarten Grade Level Expectations.Each child's progress will be assessed on an on-going basis through a variety of means including:
Each year, standardized developmental testing is implemented, with parental permission, when the State of Rhode Island Child Outreach Screenings are held at the Child Development Center in the late fall and when the URI Speech and Hearing Center conduct speech and hearing screenings in the early winter. Families received the results of these screenings shortly after they occur.
On an ongoing basis, the CDC uses authentic assessment tools which look at children's development in a number of domains including the following:
aesthetic
physical
social
emotional
cognitive
language development
Additionally, the curriculum content areas of:
are also assessedearly literacy
early mathematics
science
technology
creative expression and art
health and safety
social studies
Teachers observe children, gather children’s work in portfolios, and record anecdotal information pertaining to each child's development.
Regularly, this information is transferred onto an assessment tool to enable the teacher to evaluate children's progress, as well as areas of interest, strength and need.
The information gathered is used by teachers to individualize their curriculum planning for the children in their group reflecting children’s interests and needs as well as to share information with families about the development of their child during scheduled conferences.
These conferences, held in November and May, are a valuable opportunity for teachers and families to exchange information in order to best support children and their families. At these conferences, families are asked to share their own goals for their child with their child’s teacher to enable the teacher to incorporate these goals into their ongoing planning. Occasionally, teachers or families identify children who would benefit from further evaluation to determine if services are needed to support the child’s successful inclusion in the Child Development Center.
At these times:
families will be informed of the areas of concern
At all times, teachers respect families’ confidentiality and only share information about a child with other professionals after written consent is obtained from the family on the “Release of Information Authorization” form. The CDC maintains a list of specialists and consultants in the community who families can be referred to, depending upon the specific area of concern.
The CDC has a sliding fee scale to encourage economic diversity in the families that enroll children in the CDC. Each year they also enroll a number of children with disabilities whose inclusion enriches their program in many ways.
(S. D. G. Warford, personal communication, March 14, 2011).An anti-bias approach to the CDC curriculum is one that challenges prejudice, stereotyping, and bias. At the Child Development Center they feel it is not enough for children to observe people of different gender, ethnicity and ability but rather we must actively intervene and challenge images that perpetuate stereotypes and bias. A natural task for the preprimary child is figuring out who they are and how they feel about themselves and those around them. Children construct their identity and attitudes through interactions and experiences within their environment. Gender, ethnicity, culture and physical ability are identity issues children struggle to understand during this period of development. Research has shown that children notice differences early. the CDC's goal is to develop an environment that encourages children to ask about their physical characteristics, provide accurate information in response to children’s questions or comments, help children feel pride in their identity, develop respect for each other and challenge biases they encounter.
Diverity is very important to the CDC so what the Child Development Center does with the children is to create an environment that is rich in possibilities for exploration of gender, race, culture and ability. They do this in a variety of ways. One way is to use images in the classroom that reflect a wide variety of people. Pictures in the classroom include children, staff and their families. Images include women and men doing jobs in and out of the home, elderly people, people with different physical abilities, people in diverse family structures, and people of diverse cultural backgrounds engaged in current daily activities. Books reflect accurate and diverse images of people. Materials, such as puzzles, Lego people, and games depict a variety of children and adults of different gender, race and ability. Through music, art and language, children have the opportunity to explore and experience diversity.
(S. D. G. Warford, personal communication, March 14, 2011).At the Child Development Center their goal is to encourage children to develop positive attitudes about the many ways people differ from one another through active, purposeful intervention, opportunities for expanded experiences and confronting stereotypes to create a more just society.
Conclusion
the CDC is dedicated to providing an exemplary early childhood education program that serves as a model of the best in early childhood practices. As the campus "lab school," the CDC also serves as a resource for early childhood educators in RI and New England. The CDC is a “Mentor Classroom” for the Rhode Island Department of Education’s Early Learning Standards Technical Assistance Project. Educators can call with questions or requests to observe the CDC program to learn more about developmentally appropriate, high quality early childhood practices. Additionally, the staff participates in outreach activities by being active in professional organizations devoted to young children, by presenting at state and regional conferences, and by serving as consultants in early childhood classrooms throughout Rhode Island.Referances
Child Development Center Kingston(2010). Retrieved from University of Rhode Island: http://www.uri.edu/hss/hdf/cdc
National Assosiation for the Education of Young Children(2010). Retrieved from http://www.naeyc.org/
Rhode Island Department of Elementary and Secondary Education(2010). Retrieved from http://infoworks.ride.ri.gov/
College of Human Development and family Studies.(2009-2010).Student Handbook.University Of Rhode Island Child Development Center.
Rubric 1
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
Rubric 2
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
Rubric 3
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts